COURSE OUTLINE OF RECORD CATALOG ENTRY Discipline English Course Number 102H Course Title Honors Literature and Composition Former Title Units 4 Lecture Hours 72 Scheduled Laboratory Hours None Arranged Laboratory Hours (TBA) None Total Semester Contact Hours 72 COURSE IDENTIFICATION NUMBER(S) (C-ID) C-ID ENGL 110 C-ID ENGL 120 C-ID ENGL 105 REQUISITES Prerequisite A high school or college GPA of at least 3.0 and ENGL 101 with a minimum grade of C or ENGL 101H with a minimum grade of C Corequisite None Recommended Preparation None CATALOG DESCRIPTION An enriched approach designed for honors students. A second semester course in composition and literature that uses literature to develop critical thinking skills with extensive readings selected from the four major genres. Classification Code Y Transfer Code A-Transferable to both UC and CSU SAM Priority Code E - Non-Occupational Repeatability NR - Non-Repeatable TOPS Code 1501.00 - English (Writing) Topics Course No Open Entry/Exit No Grading Options Letter Grade or P/NP
Department Chair Approval Date: 03/04/2013 by:matthew Beyersdorf Division Chair Approval Date: 03/04/2013 by:kathleen Patterson Curriculum and Instruction Council Chair Approval Date: 11/18/2013 by:anh Phuong Tran Last Revision Date: COURSE OBJECTIVES Course Objectives: At the conclusion of this course, the student should be able to: 1. Critically read, analyze, compare, and evaluate complex literary texts 2. Demonstrate understanding of formal and informal fallacies in language and thought 3. Identify a text's premises and assumptions in various social, historical, cultural, psychological, or aesthetic contexts 4. Analyze and employ logical and structural methods such as inductive and deductive reasoning, cause and effect, and logos, ethos, and pathos. 5. Compose thesis driven arguments to suit a variety of rhetorical situations, including interpretation, evaluation, and analysis, supporting them with a variety of appropriate textual evidence and examples and demonstrating appropriate academic discourse and the conventions of literary analysis. 6. Find, analyze, interpret, and evaluate primary and secondary sources, incorporating them into written work using appropriate documentation format without plagiarism 7. Use style, diction, and tone appropriate to the academic community and the purpose of the specific writing task; proofread and edit essays for presentation so they exhibit no disruptive errors in English grammar, usage, or punctuation 8. Identify key elements of major genres in order to analyze and interpret texts. 9. Define common literary terms and apply these to analysis of specific texts. COURSE CONTENT (Include major topics of the course, time required, and what the student is expected to learn.) Writing segments are recursive and ongoing. Students will write a minimum of 8,000 words. I. Critical Reading The student will use critical reading strategies to understand literary works at both the literal and symbolic level in the following genres: short story, novel, drama, and poetry. Students will be introduced to literary schools of criticism. Critical reading strategies include the ability to distinguish between inferences, opinion, fact, prejudice, and belief. The student will use induction and deduction to make conclusions about the text, drawing inferences and recognizing and identifying premises. The student will identify questionable assumptions and fallacious reasoning. Furthermore, the student will identify syllogisms, example arguments for soundness, assess authoritative testimony, draw sound inferences, and recognize rhetorical devices, such as sarcasm, irony, and satire. II. Purpose, Audience, Strategies The student will understand various rhetorical purposes, including logical analysis, argumentation, and persuasion, will recognize the needs of various audiences, and will use a variety of strategies to develop a text for a specific
purpose and to appeal to a specific audience. III. The Writing Process The student will build upon the knowledge he or she gained in 101 and continue to generate ideas for a draft through prewriting techniques. In preparing a completed draft for evaluation, the student will generate ideas through prewriting techniques, plan and organize those ideas, write a rough draft, revise it for content, form, and appropriateness of expression, and edit it for correctness. IV. Finding and Limiting Topics and Methods of Framing Thesis Statements The student will find and limit a topic and use sentence patterns to frame an effective thesis statement for literary analysis, evaluation, and/or explication. V. Basic Structure of the Essay The student will build upon the knowledge he or she gained in 101 while integrating newly developed skills of literary analysis to produce effective introductions that include significant, clearly defined thesis statements, unified and coherent developmental paragraphs, and conclusions that reframe the essential elements of the essay and provide the paper with an effective sense of closure. VI. Sentence Structure, Diction, and Mechanics The student will develop style, sentence variety, and correctness by observing, analyzing, and imitating written models, through sentence combining and by applying customary rules of grammar, punctuation, and spelling. The student will understand and demonstrate the impact of connotative language in his or her writing. VII. Sources and the Researched and Documented Paper The student will use the library and other resources such as the Internet to gather information for the documented paper. In addition, the student will choose a critical literary analysis topic and an argumentative topic in which he or she will research and synthesize material, avoid plagiarism, and document sources. VIII. Literary Elements The student will be able to name, define, identify and apply selected literary terminology to the critical content and analysis of the short story, the novel, poetry, and drama. IX. Diversity The student will identify how specific literary works reflect or challenge cultural, historical, or political contexts. X. Discussion and Writing The student will advocate literary analysis based on critical thinking strategies such as the Toulmin method. In doing so, the student will develop a claim, construct sound arguments, avoid fallacies, evaluate supporting evidence, supply sufficient support for claims, and write argumentative and persuasive essays on critical positions and problems and literary analysis. XI. Applying Current Issues The student will identify and explore contemporary issues such as s women's rights, gun control, English as the official language, etc.; evaluate and share opposing viewpoints; and identify and assess logical fallacies and rhetorical strategies in media. XII. Exploring Enduring Questions The student will analyze timeless and universal questions such as inalienable rights, social order, free speech, etc.; consider various cross cultural and historical perspectives of enduring questions with emphasis on cultural diversity; and develop an understanding for an a sensitivity toward different cultural and philosophical viewpoints.
COURSE MATERIALS Required texts and/or materials.(include price and date of publication.) Required:Roberts, Edgar V., and Robert Zweig. Literature, An Introduction to Reading and Writing, 10 ed. Longman, 2011, ISBN: 9790205000363. $83.98 or Required:Roberts, Edgar V., and Robert Zweig. Literature, An Introduction to Reading and Writing, Compact Edition, 5 ed. Longman, 2011, ISBN: 9790205000349. $77.10 or Required:Arp, Thomas R., and Greg Johnson. Perrine's Literature: Structure, Sound, and Sense, 11 ed. Longman, 2011, ISBN: 9780495897965. $160.22 or Required:Schilb, John and Clifford, John. Making Literature Matter: An Anthology for Readers and Writers, 5th ed. Boston: Bedford St Martins, 2012, ISBN: 9780312653545. $72.98 Recommended readings and/or materials: Paperback novels (standard classics); Shakespearean plays. Other: At least three of the assigned works must be book length (for example, plays, novels, or collection of short stories.) Please note: IF AN ANTHOLOGY THAT COMBINES LITERATURE AND CRITICAL THINKING/RHETORIC, such as SCHLIBB AND CLIFFORD's Making Literature Matter is used, there is no need for an additional critical thinking textbook. In addition to an anthology, the instructor must choose a critical thinking textbook: Critical Thinking Text Choice: Critical Thinking, Reading, and Writing. Barnet and Bedau. Bedford St. Martins. 7th ed. 2011. isbn: 0 312 60160 3 $42.00
From Critical Thinking to Argument. Barnet and Bedau. Bedford St. Martins. 3rd ed. 2011. isbn: 0 312 60161 1 $20.00 Everything's an Argument. Lundsford and Ruszkiewicz. Bedford St. Martins. 2010 isbn: 0312538626 $38.00 In addition, the honors section will be required to add these: *At least one novel and one play by Shakespeare. WHAT STUDENT LEARNING OUTCOMES DOES THIS COURSE ADDRESS? WHAT ACTIVITIES ARE EMPLOYED? (USE A SCALE OF 1 5 TO SHOW EMPHASIS OF THE LEARNING OUTCOMES WITHIN THE CONTEXT OF THIS ) STUDENT LEARNING OUTCOMES List subcategories and activities as needed for Category Communication Skills 5 Essential always try to achieve 1. Reading and Writing 1. Read critically in order to understand literary works on both a literal and symbolic level; to identify literary devices and to analyze how they function to reveal theme in the work. 2. Read critically in order to identify premises, syllogisms, deduction and induction; to evaluate evidence, examples, and arguments for soundness; to assess authoritative testimony; to draw inferences from statistics; and to recognize rhetorical devices. 3. Develop a claim; analyze and summarize; research argumentative literary topics; synthesize material; avoid plagiarism; and document sources. 4. Use the conventions of academic writing to compose polished, argumentative and persuasive papers on literature, analytical in nature, that are essentially free of usage errors and stylistic awkwardness. Some of the conventions include the use of diction appropriate to audience and purpose, the defense of a thesis, the proper citation of textual evidence to support claims, and the proper use of secondary sources. *5. Lead seminar discussion(s) on assigned reading topics; summarize and paraphrase effectively. questioning. 2. Listening and Speaking 1. Utilize interactive listening strategies for note taking and appropriate 2. Determine purpose and goals for listening. 3. Use speaking as a tool for idea generation and utilize prior knowledge through small and large group discussion. 4. Verbally summarize and paraphrase effectively. Thinking and Reasoning 5 Essential always try to achieve
1. Creative Thinking A. Creative Thinking 1. Discover the importance and utility of his or her own experience in the world as a tool for criticizing literature. 2. Identify levels and shades of meaning in figurative language and in literary symbols. 3. Predict probable consequences within the plot line by recognizing foreshadowing and then justify those assumptions.. 4. Incorporate rhetorical strategies such as irony and satire. 5. Generate ideas using prewriting strategies. B. Critical Thinking 1. Understand the difference between subjective and objective evaluation of a work.. 2. Apply criteria of literary/artistic excellence developed by the various schools of interpretation.. 3. Recognize the relationship between form and content in literature. 4. Reason inductively by drawing inferences from the literary text, using textual evidence to support those inferences, and drawing from the inferences themes and ideas. 5. Reason deductively from premises to conclusions about critical assessments of specific literary works. 6. Identify historical, psychological, and cultural biases and assumptions of specific works that have affected their interpretations. 7. Write argumentative literary essays that are supported by evidence and are logically organized, using deductive and inductive reasons. 8. Synthesize information to produce a research paper incorporating research, using documentation and MLA format. *9. Evaluate critical theorist approaches to reading and writing about literature. *10. Debate the role and relevance of canonical literature in today's society. Information Management 3 Important sometimes try to achieve 1. Information Competency A. Information Competency 1. Evaluate primary and secondary sources including Internet sources. 2. Distinguish between professional journals and magazines and other periodicals. 3. Demonstrate awareness of breadth of sources. 4. Use sources ethically. B. Technological Competency 1. Use library's on line catalog and resources. Diversity 4 Very important often try to achieve
1. Cultural 1. Cultural Students will read, understand, and demonstrate an appreciation of literary and expository works from diverse historical and cultural backgrounds. 2. Social Students will read, understand, and demonstrate an appreciation of literary works from diverse socio economic backgrounds. Civic Responsibility 3 Important sometimes try to achieve 1. Civic Responsibility Students will identify and discuss thematic ethical and moral dilemmas that are present in the literary readings. Also, they will examine both historical and contemporary social issues that are present in the literary readings. Life Skills 3 Important sometimes try to achieve 1. Creative Expression Students will develop knowledge and skills in areas such as creative expression, aesthetic appreciation, personal growth and interpersonal skills. Careers 1 Not applicable never try to achieve WHAT METHODS WILL BE EMPLOYED TO HELP STUDENTS LEARN? Class Discussions Directed Learning Activities Electronic Delivery Group Study & Exercises Handouts Instructor Demonstrations Lecture Media Presentations Oral Presentations Reading Assignments Research Projects Visual Aids Writing Projects & Reports WHAT LEARNING ACTIVITIES OR ASSIGNMENTS ARE REQUIRED OUTSIDE OF CLASS? List activities and hours for each. (Must include reading and writing activities.) Reading Essays, treatises, and literature from the four genres (short story, novel, drama, and poetry) relevant to the course's objectives. Analyze various texts (could include TV, radio, films, speeches, public presentations, and art) for fallacious reasoning and rhetorical strategies. Students will be encouraged to look beyond a text to observe examples of rhetoric and persuasion in various forms and media.
Writing Prepare argumentative and persuasive essays addressing critical positions. Should include a research project involving analyses and evaluation of a controversial issue and displaying analytical and logical deduction. Assignments will range from short, concise responses to more extensive and sustained arguments, culminating in MLA formatted papers requiring primary and secondary sources that are correctly cited and documented. Students will complete a minimum of 8,000 words of written assignments. Out of class assignments will relate to all four of the literary genres: the novel, the short story, the drama, poetry. Because instructors may differ one from another in emphasizing genres, students' time in performing out of class activities may vary from genre to genre. What should not vary is the commitment to two hours of reading and writing out of class for each hour in class The following is a sample of how this commitment may be realized. I. Fiction: short story : A. Elements of plot in fiction B. Character and characterization in fiction C. Devices of prose literature: point of view, theme, irony, symbolism D. Schools of literary analysis, such as Marxism, feminism, structuralism, and new historicism. Outside assignments: of reading short fiction, writing journals and out of class essays to be graded. II. The drama: A. Tragedy and comedy B. Historical sketch of the theater C. Conventions of the modern stage *At least one Shakespearean play Outsides assignments: of reading plays, writing journals and out of class essays to be graded. III. Poetry: A. The nature of poetry B. Imagery C. Figurative language D. Various types of poems E. Technical aspects: rhyme, meter, etc. Outside assignments: of reading poetry; of writing to be graded. IV. The novel: A. Elements of structure in the novel B. Character and characterization in fiction C. Devices of prose literature: point of view, theme, irony, symbolism D. Historical background of the development of the novel and its historical and social significance
E. * Comparison of novels and/or analysis applying the ideas of one of the schools of literary criticism to major fiction texts Outside assignments: reading novels; out of class essays to be graded. V. Documenting sources, literary theory, and presentation preparation A. Critical schools of analysis of literature such as Marxism, Feminism, Psychoanalytic, New Historicism etc B. Review of MLA documentation and citation format;ethical use of and analysis of secondary sources C. Fallacies; inductive and deductive reasoning D.*Preparation of Oral Presentations/leading Class Discussions on Fiction and Poetry works Total: 144 hours STANDARDS OF ACHIEVEMENT List graded activities. List graded activities. 1. Quizzes covering material from assigned readings. 2. In class essays analyzing and/or evaluating assigned readings and/or exams that feature essay responses. 3. Out of class essays analyzing and/or evaluating assigned readings. 4. Library assignments requiring students to analyze and/or evaluate the work of critics interpreting the assigned readings. 5. Documented paper or papers using current MLA parenthetical citations/works cited format. 6. Journals and paragraphs 7. Oral participation and presentations 8. Multiple drafts of summaries and argumentative and persuasive essays completed outside of class. 9. Summary and argumentative essays written in class. 10. Group exercises. 11. A final written examination that may be either essay or a combination of objective/essay. *12. Journals or other written assignments and/or preparation for seminar discussions; must include a creative writing assignment. *13. Leading group discussions, seminars and/or oral presentations. The analysis and interpretation of literature require a variety of critical thinking skills. Students must: 1. identify and respond to the writer s central purpose;
2. determine the philosophical/artistic assumptions implicit in the content and structure of literary works; 3. apply criteria of literary/artistic excellence developed by the various schools of interpretation; 4. discover the importance and utility of his/her own experience in the world as a tool for criticizing literature; 5. distinguish between his/her own responses to a work and the work itself; 6. identify levels and shades of meaning in figurative language and in literary symbols; 7. predict probable consequences within the plot line by recognizing foreshadowing and then justify those assumptions; 8. recognize the close relationship or identity of form and content in literature NOTE: Essays and exams must account for a minimum of 70% or the student s final grade for the semester. Final drafts of essays and documented paper will total at least 6000 words. All papers written out of class must be typewritten and follow the MLA format. *Indicates enhanced for honors section How will student learning be assessed? (Multiple measures must be used.) 1. Any non essay assignment will be graded on the standard college scale: 90 100% = A 80 89% = B 70 79% = C 60 69% = D Below 60% = F 2. All essay assignments will be graded according to the departmental grading standards for English 101. 3. Presentations will be assessed by students themselves and by their peers in the class as well as by the instructor.
Type of Requisite Supplemental Forms Requisite Approval Form Standard co/prerequisites Sequential within and across disciplines Course in communication or computational skills as co/prerequisites or courses other than another skills course Content Review 1. the extent to which students who are or have taken the prerequisite course believe it is necessary 2. a comparison of the faculty member's appraisal of students for the course to whether the students had met the prerequisite 3. a comparison of the students' performance at any point in the course with whether the student had completed the proposed prerequisite 4. a comparison of student performance in the course to their scores on assessment instruments in the manner required to validate an assessment instrument and cut scores for the course in question Involvement of faculty with appropriate expertise Consideration of course objectives set by relevant department(s). The curriculum review process should be done in a manner that is in accordance with accreditation standards Be based on a detailed course syllabus and outline of record, tests, related instructional materials, course format, type and number of examinations, and grading criteria. Specification of the body of knowledge and/or skills which are deemed necessary at entry and/or concurrent with enrollment Identify and review the prerequisite or corequisite which develops the body of knowledge and/or measures skills identified. Matching of the knowledge and skills in the targeted course and those developed or measured by the prerequisite or corequisite Maintain documentation that the above steps were taken. Honors Additional and advanced components that will be covered in this honors See attached files Supplemental Forms Last Saved Requisite Approval Form Last Saved: Friday, Oct 25, 2013 at 12:01 AM By Kathleen Patterson Honors Last Saved: Friday, Oct 25, 2013 at 12:02 AM By Kathleen Patterson Approval Dates Curriculum and Instruction Council Chair: 11/21/2013 Department Chair: 03/04/2013 Division Dean: 03/04/2013